PTTLS Roles and Responsibilities of a FE Teacher

As a contemporary teacher in Academic Studies, there are many roles and responsibilities to be considered; most can also be found across a range of teaching sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan, Design, Deliver, Assess, and Evaluate. Gravells also states one is not only a teacher but a coach, counselor, trainer, and assessor, amongst others encouraging and supporting learners where necessary.

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Such roles and responsibilities are shaped by legislation, organizational policies, and situation requirements (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles, such as the Honey and Mumford test (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e., what learners wish to achieve at the end of the course.

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The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs, and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only using data for the specific purposes for which it was collected and not disclosing it to other parties without the consent of the individual whom it is about to guide teachers in this area.

Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e., g., with a learner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005).

Norse and Wilkinson state that this act means legally, an organization should not treat disabled students less favorably than their peers; however, the Disability Rights Commission (2006) suggests 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavorable/special treatment. With respect to disability, a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone's abilities are different and different people have developed different strategies to help them cope with challenging situations.

It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage (Norse & Wilkinson, 2008). Gravells reminds us that there are also internal points of referral, for instance, as Senior Tutor Support and Guidance, who can give advice from their experience and the organization's policies, or a teacher may wish to ask the college's Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally (e.g., here is an incident of violence in the learner's home life), external points of referral, such as the National Domestic Violence Helpline, are available (Gravells, 2010).

An inclusive framework is of utmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the cycle, Planning, and Design. Ashmore et al. propose that valuing diversity creates a learning environment that includes and respects differences. Inclusivity can be as simple as using gender-neutral language in presentations and hand-outs or being flexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has nine areas protected by law (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers as a guide to promoting equality, (Ashmore et al., 2010).

With an inclusive plan, one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning; it is key not to spoon-feed learners' information but use a variety of approaches to engage and enthuse learners to take responsibility for their progress. To give teachers guidance on conduct during Delivery, the Institute for Learning provides a Code of Professional Practice, which was enforced in April 2008; it outlines the behaviors expected in terms of Integrity, Respect, Care, Practice, Disclosure, and Responsibility.

This code protects not only the interest of the learners but defines the professional behaviors expected of a teacher. In Delivery, teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from the control of substances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.

During the Delivery, there should also be different forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage; it is key to ensure that progression is checked and that methods are fair in linking to planned tasks. Assessment of the course forms an ongoing record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and the teacher.

Monitoring student achievements, skills, abilities, and progress through ongoing Assessments tracks their progress, and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching program and show if improvements or redesigning is necessary (Gould & Francis, 2009). The redesign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states Evaluation is an essential part of the educational process and suggests that it ensures teaching is meeting students' learning needs.

Through this stage, teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once the Evaluation is complete then, the teacher can start the cycle all over again (Morrison, 2003). From this review, a teacher's role is never stagnant and always adapting.

References:

1. Ashmore. L., Dalton. J., Noel. P., Rennie. S., Salter. E., Swindells. D., Thomas. P., Equality and Diversity (2010) in Avis.

2. J., Fisher. R., Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill

3. Norse. D., Wilkinson. J., Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum.

4. Gould J., Francis M., Achieving your PTTLS award (2009): London: SAGE Publications

5. Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters.

6. Morrison J. (2003) "ABC of learning and teaching in medicine: Evaluation," British Journal of Medicine, vol. 26, February, p. p. 385-387

Bibliography:

1. Ashmore. L., Dalton. J., Noel. P., Rennie. S., Salter. E., Swindells. D., Thomas. P., Equality and Diversity (2010) in Avis. J., Fisher. R., Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill

2. Norse. D., Wilkinson. J., Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum.

3. Gould J., Francis M., Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A.

4. Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters.

5. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters

6. Morrison J. (2003) "ABC of learning and teaching in medicine: Evaluation," British Journal of Medicine, vol. 326, February, p. p. 385-387

7. Tummons, J., Powell S., Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters

8. Wilson L., Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA

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